Carnival KS2
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CarnivalThis is one of four units designed to be delivered at any, or all three of the stages of Primary school. Through exploration of the topic 'Carnival', children at EYFS can develop 'Building Blocks' of knowledge and understanding in key areas that will help equip them to make sense of the challenging history of transatlantic slavery later in their schooling. Explore the unit's 'Learning Objectives' to understand how this unit prepares children for approaching this history. The topic has been designed to also deliver key components of the EYFS curriculum. Children in this unit learn about, plan and stage their own carnival. In doing so they explore some of the historical and cultural significance of carnival in Britain today. Children at EYFS will use the unit as a platform to learn about African, Caribbean and South American culture and how and why it has a strong influence in UK society today. As the children progress trough to Key Stage 2, the unit provides a creative and non-threatening entry into learning about the history and legacies of transatlantic slavery. The unit is structured around a learning cycle and offers teachers a topic that can be tailored according to the needs and interests of the class and teacher.
Teacher ApproachAdult led / supported - drawing out questions from the class such as:
Big Question: What can we learn about British history from carnival?
Big Question: What can we learn about British history from carnival?'Pupil voice':opportunity for learners to ask questions to direct the enquiry
Teacher approach:leading the class or dividing into groups to undertake suggested activities
Big Question: What can we learn about British history from carnival?'Pupil voice':opportunity for learners to ask questions to direct the enquiry.
Teacher approach:leading the class or dividing into groups to undertake suggested activities.
Big Question: What can we learn about British history from carnival?Suggested 'challenges' to answer the 'big question'Children stage a carnival at school - they make their own costumes based on African, Caribbean and South American themes and compose and play their own music. The children's costumes should reflect themes relating to the history of Africa, the Caribbean and South America, identity, resistance and freedom. Children should prepare a short booklet (or film/web page/wall display) to accompany the carnival which explains the history behind it, using collections to illustrate their understanding of transatlantic slavery and why this history and its legacy is important to Britain today.
Learning ObjectivesMaking sense of the history and legacies of transatlantic slavery in Britain today requires first some knowledge and understanding of some key areas. These have been listed in the Building Blocks resource as 'Learning Objectives' under the headings 1. Africa, the Caribbean and North and South America (the African diaspora)2. Trade Links3. Human Rights4. Identity
Carnival within Britain has come to represent a celebration of Caribbean culture and community. The event has a fascinating history and melds together African, Caribbean, South American and European culture and tradition – the convergence of these cultures was and is a direct result of the transatlantic slave trade. Within enslaved African communities, carnival represented a form of resistance – offering a chance to celebrate forbidden African music and culture and mock the slave ‘masters’ and plantation owners. The costumes, customs and musical traditions in modern day carnival in Britain (eg Notting Hill) and around the world (Trinidad and Tobago; Rio de Janerio) contain many references to transatlantic slavery and resistance.
It is important when children learn the history of transatlantic slavery at Key Stage 3 that they understand the many ways in which African people resisted their enslavement and that there were many forms that this resistance could take – physical, cultural, intellectual and passively. Without this understanding, a study of this history can lead to stereotyping, misunderstanding and, at worst, racist impressions of superiority and inferiority. By learning about carnival, children have a positive context within which to place the distressing details of this history and one which helps them to appreciate both its positive and negative legacies in Britain today.
Beginning with simpler concepts at EYFS, then working through more sophisticated issues at Key Stage 1 and Key Stage 2, completion of this unit will allow children to better understand Africa and its ‘diaspora’, human rights and resistance to their abuses and cultural identity– essential building blocks of knowledge and understanding to make sense of transatlantic slavery. All children will learn this history at Key Stage 3.
USI Carnival ‘Building Blocks’ Learning targets
By completion of this unit at Key Stage 2 children will:
1c Be able to identify some of the Caribbean islands and North and South American countries on a contemporary map and use their knowledge to describe some of the geographical features, traditions, culture and ways of life in these countries.
1d Know why North and South America and the Caribbean has a strong link to Africa and be able to communicate their thoughts and feelings about this history.
1e Know how and why Britain has historical connections to these countries that impacted directly on their development and Britain’s, and understand how these connections are reflected within Britain’s diverse society today.
2f Be able to make links between the history of Britain, Africa, the Caribbean and North and South America to understand why inequalities exist between these countries in terms of trade.
3b Know that people in the world suffer abuses of their human rights and use their knowledge to give examples.
3c Be able to give examples of when and how individuals have resisted the infringement of their human rights past and present.
4a Know that British society is shaped by a long history of various forms of migration from around the world and be able to give examples of how this has influenced our identity, and how Britain is viewed by other countries.
4b Be able to identify some of the direct influences of African, Caribbean and North and South American culture, individual achievement and tradition on British contemporary life and use their knowledge to discuss this.
4d Be able to make historical connections between Britain, Africa, the Caribbean and North and South America and use their knowledge to recognise how this history’s legacy has shaped attitudes and values in both negative and positive ways. Curriculum Links
The following tables map the content of this unit across the primary curriculum subjects History, Citizenship and Geography at KS1 & 2. The third column highlights the knowledge and understanding in the same key areas that they will be required to have in these subjects at KS3. This allows teachers to see the progression of learning and how the unit 'builds' knowledge and understanding towards the Key Stage at which most children will learn the history of Transatlantic Slavery. Carnival: Building blocks learning objectives
1 Africa, the Caribbean and North and South America (the African diaspora)1c, 1d, 1e
2 Trade links2f
3 Human Rights3b, 3c
4 Identity4a, 4b, 4d
National Curriculum subject: HISTORY
Knowledge, skills and understandingKey Stage 1Chronological understanding: Knowledge and understanding of events, people and changes in the past: Historical enquiry: Organisation and communication: Key Stage 2Chronological understanding: Knowledge and understanding of events, people and changes in the past: Historical interpretation: Historical enquiry: Organisation and communication: Breadth of studyKey Stage 16a - Changes in their own lives and the way of life of their family or others around them 6b - The way of life of people in the more distant past who lived in the local area or elsewhere in Britain 6d – Past events from the history of Britain and the wider world Key Stage 27 – Local history study (population movement, settlement of people from different cultures) 10 – Britain and the wider world in Tudor times 11 – a Victorian Britain b Britain since 1930 13 a world history study (Benin) Building blocks to approach & content of History at KS3Key concepts:1.1 Chronological understanding 1.2 Cultural ethnic and religious diversity 1.3 Change and continuity 1.4 Cause and consequence 1.5 Significance 1.6 Interpretation Key processes:2.1 Historical enquiry 2.2 Using evidence 2.3 Communicating about the past Range and content:British History – f, the impact through time of the movement and settlement of diverse peoples to, from and within the British Isles - g, the way in which the lives, beliefs, ideas and attitudes of people in Britain have changed over time and the factors – such as technology, economic development, war, religion and culture, that have driven these changes - h, the development of trade, colonisation, industrialisation and technology, the British Empire and its impact on different people in Britain and overseas, pre-colonial civilisations, the nature and effects of the slave trade, and resistance and decolonisation European and world history – the impact of significant political, social, cultural, religious, technological and/or economic developments and events on past European and World societies.
National Curriculum subject: CITIZENSHIP / PSHE
Knowledge, skills and understandingKey Stage 1Developing confidence and responsibility and making the most of their abilities Preparing to play an active role as citizens Developing good relationships and respecting the difference between people Key Stage 2Developing confidence and responsibility and making the most of their abilities Preparing to play an active role as citizens Developing good relationships and respecting the difference between people Breadth of opportunitiesKey Stage 15b – feel positive about themselves 5c – take part in discussion (for example European Commonwealth and global concern such as where our food comes from) 5e – meet and talk with people 5f – develop relationships through work and play 5g – consider social and moral dilemmas they come across in everyday life Key Stage 25b – feel positive about themselves 5d – make real choices and decisions 5e – meet and talk with people 5g – consider social and moral dilemmas that they come across in life 5h – find information and advice Building blocks to approach & content of Citizenship & PSHE at KS3Key concepts:1.1 Democracy and justice 1.2 Rights and responsibilities 1.3 Identities and diversity: living together in the UK Key processes:2.1 Critical thinking and enquiry 2.2 Advocacy and representation 2.3 Taking informed and responsible action Range and content:a – political, legal and human rights and responsibilities of citizens b – the roles of the law and justice system d – freedom of speech and diversity of views e – actions that individuals, groups and organisations can take to influence g – the needs of the local community i – the changing nature of UK society, including the diversity of ideas, belief, cultures, identities, traditions, perspectives and values that are shared j – migration to, from and within the UK and reasons for this k – the UK’s relations with the EU, Europe, the Commonwealth, the UN and the world as a global economy National Curriculum subject: GEOGRAPHY
Knowledge, skills and understandingKey Stage 1Geographical enquiry and skills Knowledge and understanding of places Key Stage 2Geographical enquiry and skills Knowledge and understanding of places Breadth of studyKey Stage 1N/A Key Stage 27 a - study at a range of scales – local, regional, national 7 b – study a range of places and environments in different parts of the world Building blocks to approach & content of Citizenship & PSHE at KS3Key concepts:1.1 Place 1.2 Space 1.3 Scale 1.4 Interdependence 1.7 Cultural understanding and diversity Key processes:2.1 Geographical enquiry 2.3 Graphicacy and visual literacy 2.4 Geographical communication Range and content:a – a variety of scales from personal, local, regional, national, international and continental to global b – a range of investigations, focusing on places, themes or issues c – the location of places and environments d – key aspects of the UK – current issues and its place in the world today Books & Resources
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Carnival Unit